Targeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study

2020 ◽  
Vol 50 (10) ◽  
pp. 3763-3776
Author(s):  
Alyssa R. Henry ◽  
Emily J. Solari
Keyword(s):  
Autism Spectrum Disorder ◽  
Pilot Study ◽  
Oral Language ◽  
Listening Comprehension ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Based ◽  
Comprehension Development ◽  
Students With Autism

The Effects of a Computer-Aided Listening Comprehension Intervention on the Generalized Communication of Students With Autism Spectrum Disorder and Intellectual Disability

2019 ◽  
Vol 34 (4) ◽  
pp. 269-283
Author(s):  
Belva C. Collins ◽  
Diane M. Browder ◽  
Kathryn L. Haughney ◽  
Caryn Allison ◽  
Kathy Fallon
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Listening Comprehension ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Dependent Variables ◽  
Computer Aided ◽  
Students With Autism ◽  
Comprehension Intervention

In this study, a computer-aided listening comprehension intervention package supported both listening comprehension and communication goals for three students with autism spectrum disorder (ASD) and intellectual disability (ID). The package consisted of systematic instruction (i.e., system of least prompts [SLP] procedure) to teach listening comprehension, an iPad-supported electronic communication book, and a peer support arrangement. The students with ASD and ID who participated in the study increased both listening comprehension and communication skills, while showing an increase in generalizing communication turns to interactions with their peers without disabilities. The researchers found a functional relation between the SLP procedure and both dependent variables. All three participants experienced concurrent growth between the dependent variables, implying a connection between text-based listening comprehension and communication outcomes. Further implications for academic instruction for students with ASD who use augmentative and alternative communication as well as for future inquiry concerning cross-modal generalization to social communication discourse are discussed.

scholarly journals Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder

2019 ◽  
Vol 45 (1) ◽  
pp. 66-98 ◽  
Author(s):  
Michael Solis ◽  
Colleen K. Reutebuch ◽  
Terry Falcomata ◽  
Paul K. Steinle ◽  
Veronica L. Miller ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Single Case ◽  
Main Idea ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Single Case Design ◽  
School Students ◽  
School Based ◽  
Validity Measures ◽  
Students With Autism

This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These results were followed by upward and stable trends, indicating a functional relationship between the independent and dependent variables. Social validity measures indicated that students appreciated the opportunity to make choices on text selection.

Practical Solutions for Executive Function Challenges Created by the Unique Learning Styles of Students with Autism Spectrum Disorder (ASD)

2014 ◽  
Vol 15 (4) ◽  
pp. 141-150 ◽  
Author(s):  
Catherine Zenko
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Learning Styles ◽  
Cognitive Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
High Tech ◽  
School Based ◽  
Academic Supports ◽  
Students With Autism

Effective executive functioning skills are essential for students to thrive in an academic setting. Students with autism spectrum disorder (ASD) have documented weaknesses in executive function, making school a challenge. Armed with the knowledge of what ASD is, how it affects learning, and what social and cognitive skills are required in a classroom setting, school-based SLPs play a key role in creating academic supports for students on the spectrum to be successful. Incorporating both low- and high-tech accommodations and supports that focus on the executive function deficits can help students with ASD reach their academic potential.

scholarly journals When Push Comes to Shove: How Are Students With Autism Spectrum Disorder Coping With Bullying?

2016 ◽  
Vol 32 (3-4) ◽  
pp. 209-227 ◽  
Author(s):  
Alyssa A. Altomare ◽  
Adam W. McCrimmon ◽  
M. Catherine Cappadocia ◽  
Jonathan A. Weiss ◽  
Tanya N. Beran ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Coping Strategies ◽  
Peer Victimization ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Based ◽  
Approach Coping ◽  
Students With Autism ◽  
Potential Impact ◽  
Insight Into

Students with autism spectrum disorder (ASD) are frequent targets of peer victimization (i.e., bullying). Although the frequency and potential impact of such experiences on students with ASD has been examined, the potential coping strategies implemented by such students are relatively unexplored. This qualitative study examined coping strategies for peer victimization as suggested by 38 students with ASD who do not have cognitive impairment. Participants viewed cartoons depicting characters that experienced various forms of bullying at school and responded to open-ended questions to explore their suggested coping strategies. Thematic analysis yielded three themes: approach coping, avoidance coping, and complexities of bullying. This study provides insight into the coping strategies implemented by students with ASD and possible avenues for school-based intervention.

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